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VITA (9/18/15) Name: Robert Edward O'Neill Rank: Professor and Department Chair

Address: University of Utah

Special Education 1721 Campus Center Dr., SAEC Rm. 2283 Salt Lake City, UT 84112-9253 (801) 581-3913 (phone) (801) 585-6476 (fax) rob.oneill@utah.edu Citizenship status: U. S. citizen

Educational Background 1987 Ph.D. Speech and Hearing Sciences; University of California at Santa Barbara 1981 M.A. Education/Counseling Psychology (Marriage, Family, and Child specialization);

University of California at Santa Barbara 1979 B.A. Developmental Psychology; University of California at Santa Barbara 1977 A.A. General Psychology; Ventura Community College, Ventura, CA

Awards and Honors 2004-2006 Jones Endowed Faculty Research Fellowship, College of Education, University of

Utah 2003-2004 Academic Keys/Who’s Who in Education 1999/2000 Outstanding Teaching and Contributions to Teaching Award, College of Education,

University of Utah 1993 Reviewer of the Year, Journal of the Association for Persons with Severe Handicaps 1982-1983 Regent's Fellowship, University of California at Santa Barbara Professional Positions 2010-present Chair, Department of Special Education, University of Utah 2003-2010 Coordinator, Program in Mild/Moderate Disabilities, Department of Special Education,

University of Utah 2003-present Professor, Department of Special Education, University of Utah 1997-2002 Coordinator, Program in Severe Disabilities, Department of Special Education,

University of Utah 1996-2003 Coordinator, Comprehensive Behavior Specialist Program, Department of Special

Education, University of Utah 1994-2003 Associate Professor, Department of Special Education, University of Utah (tenure

awarded 10/1/97) 1992-1994 Assistant Professor, Specialized Training Program, Division of Special Education and

Rehabilitation, University of Oregon

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1988-1992 Research Associate, Specialized Training Program, University of Oregon; Research and Training Center on Community-Referenced Behavior Management

1987 Research Assistant, Specialized Training Program, University of Oregon; Research and Training Center on Community-Referenced Behavior Management

l987 Research Assistant, Specialized Training Program, University of Oregon; Extending Competent Performance-Generalization Research Institute

1985-1989 Project Coordinator, Center on Human Development, University of Oregon; Longitudinal Assessment and Followup of Antisocial Behavior in Fourth Grade Boys (Dr. Hill Walker, Principal Investigator)

1985-1986 Parent Consultant, Early Intervention Program (Dr. Diane Bricker, Director), University of Oregon

Professional Affiliations Association for Behavior Analysis International Association for Professional Behavior Analysts Council for Exceptional Children (Divisions – Council for Children with Behavioral Disorders, Teacher Education, Autism and Developmental Disabilities, and Research) Scholarship Peer-Reviewed Articles in Professional Journals (student collaborators in italics) Block, H., Radley, K. C., Jenson, W. R., Clark, E., & O’Neill, R. E. (in press). Effects of a multimedia

social skills program in increasing social responses and initiations of children with autism spectrum disorder. International Journal of School and Educational Psychology.

King, B., Radley, K. C., Jenson, W. R., Clark, E., & O’Neill, R. E. (2014). Utilization of video modeling combined with self-monitoring to increase rates of on-task behavior. Behavioral Interventions, 29, 125-144.

Sadowski, G., O’Neill R. E., & Bermingham, D. (2014). Assessment practices of multidisciplinary school team members in determining the possible need for special education services for English Language Learners. Multicultural Learning and Teaching, 9, 121-141.

Radley, K., Jenson, W., Clark, E., & O’Neill, R. (2014). The feasibility and effects of a parent-facilitated social skills training program on social engagement of children with autism spectrum disorder. Psychology in the Schools, 51, 241-255.

Kiuhara, S., O’Neill, R. E., Hawken, L. S., & Graham, S. (2012). The effectiveness of teaching 10th-grade students STOP, AIMS, and DARE for planning and drafting persuasive text. Exceptional Children, 78, 335-355.

Hawken, L.S., O’Neill, R.E., & Macleod, K.S. (2011). An investigation of the impact of function of problem behavior on effectiveness of the Behavior Education Program (BEP). Education and Treatment of Children, 34, 551-574.

Day, J. M., McDonnell, A., & O’Neill, R. E. (2008). Teaching beginning braille reading using an alphabet or uncontracted braille approach. Journal of Behavioral Education, 17, 253-277.

Cunningham, E., & O’Neill, R. E. (2007). Assessing agreement among the results of functional behavioral assessment and analysis methods with students with emotional/behavior disorders (E/BD). Behavioral Disorders, 32, 211-221.

Rasmussen, K., & O’Neill, R. E. (2006). The use of time-based reinforcement schedules to reduce disruptive behavior of students with emotional/behavioral disorders in a classroom setting. Journal of Applied Behavior Analysis, 39, 453-457.

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Hawken, L.S., & O’Neill, R.E. (2006). Including students with severe disabilities in all levels of school-wide positive behavior support. Research and Practice for Persons with Severe Disabilities, 31, 46-53.

Murdock, S. G., O’Neill, R. E., & Cunningham, E. (2005). A comparison of results and acceptability of functional behavioral assessment procedures with a group of middle school students with emotional/behavioral disorders (E/BD). Journal of Behavioral Education, 14, 5-18.

Davis, L. L., & O’Neill, R. E. (2004). Use of response cards with a group of students with learning disabilities including English language learners (ELL). Journal of Applied Behavior Analysis, 37, 219-222.

Johnston, S., & O’Neill, R.E. (2001). Searching for effectiveness and efficiency in conducting functional assessments: A review and proposed process for teachers and other practitioners. Focus on Autism and Developmental Disabilities, 16, 205-214.

O’Neill, R. E., & Sweetland-Baker, M. (2001). An assessment of stimulus generalization and contingency effects in functional communication training with two students with autism. Journal of Autism and Developmental Disorders, 31, 235-240.

O'Neill, R. E., Johnson, J. W., Kiefer-O'Donnell, R., & McDonnell, J. J. (2001). Preparing teachers and consultants for the challenge of severe problem behavior. Journal of Positive Behavior Interventions, 3, 101-108.

O'Neill, R.E., & Johnson, J.W. (2000). A brief description of functional assessment procedures reported in JASH (1983-1999). Journal of the Association for Persons with Severe Handicaps, 25, 197-200.

Cunningham, E., & O'Neill, R.E. (2000). A comparison of results of functional assessment and analysis procedures with young children with autism. Education and Training in Mental Retardation and Developmental Disabilities, 35, 406-414.

O'Neill, R.E., Faulkner, C., & Horner, R.H. (2000). The effects of general case training of manding responses on children with severe disabilities. Journal of Developmental and Physical Disabilities, 12, 43-60.

Flannery, K.B., O'Neill, R.E., & Horner, R.H. (1995). Including predictability in functional assessment and individual program development. Education and Treatment of Children, 18, 499-509.

Day, H.M., Horner, R.H., & O'Neill, R.E. (1994). Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279-289.

Walker, H.M., Stieber, S. Ramsey, E., & O'Neill, R. (1993). Fifth grade school adjustment and later arrest rate: A longitudinal study of middle school antisocial boys. Journal of Child and Family Studies, 2, 295-315.

O'Neill, R.E., Williams, R., Sprague, J.R., Horner, R.H., & Albin, R.W. (1993). Providing support for teachers working with students with severe problem behaviors: A model for providing consulting support within school districts. Education and Treatment of Children, 16, 66-89.

O'Neill, R.E., Horner, R.H., O'Brien, M., & Huckstep, S. (1991). Generalized reduction of difficult behaviors: Analysis and intervention in a competing behaviors framework. Journal of Developmental and Physical Disabilities, 3, 5-21.

Walker, H.M., Stieber, S., Ramsey, E., & O'Neill, R.E. (1991). Longitudinal prediction of the school achievement, adjustment, and delinquency of antisocial vs. at-risk boys. Remedial and Special Education, 12, 43-51.

O'Neill, R.E. (1990). Establishing verbal repertoires: Toward the application of general case analysis and programming. The Analysis of Verbal Behavior, 8, 113-126.

O'Neill, R.E. (1990). Comment on presentation of nonorganic factors in Balottin et al. Journal of Autism and Developmental Disabilities, 20, 280-282.

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Horner, R.H., Dunlap, G., Koegel, R.L., Carr, E.G., Sailor, W., Anderson, J., Albin, R.W., & O'Neill, R.E. (1990). Toward a technology of "nonaversive" behavioral support. Journal of the Association for Persons with Severe Handicaps, 15, 125-132.

Horner, R.H., Dunlap, G., Koegel, R.L., Carr, E.G., Sailor, W., Anderson, J., Albin, R.W., & O'Neill, R.E. (1990). In support of integration for people with severe problem behaviors: A response to four commentaries. Journal of the Association for Persons with Severe Handicaps, 15, 145-147.

Walker, H.M., Stieber, S., Ramsey, E., & O'Neill, R.E. (1990). School behavioral profiles of arrested versus non-arrested adolescents. Exceptionality, 1, 249-265.

Walker, H.M., Stieber, S., & O'Neill, R.E. (1990). Middle school behavioral profiles of antisocial and at risk control boys: Descriptive and predictive outcomes. Exceptionality, 1, 61-77.

Ramsey, E., Walker, H.M., Shinn, M.R., O'Neill, R.E., & Stieber, S. (1989). Parent management practices and school adjustment. School Psychology Review, 18, 513-525.

Shinn, M.R., Ramsey, E., Walker, H.M., Stieber, S., & O'Neill, R.E. (1987). Antisocial behavior in school settings: Initial differences in at risk and normal populations. Journal of Special Education, 21, 69-84.

Walker, H.M., Shinn, M.R., O'Neill, R.E., & Ramsey, E. (1987). A longitudinal assessment of the development of antisocial behavior in boys: Rationale, methodology, and results. Remedial and Special Education, 8, 7-16.

Winterling, V., Dunlap, G., & O'Neill, R.E. (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10, 105-119.

Dunlap, G., Koegel, R.L., Johnson, J., & O'Neill, R.E. (1987). Maintaining performance of autistic clients in community settings with delayed contingencies. Journal of Applied Behavior Analysis, 20, 185-191.

Koegel, R.L., Schreibman, L., O'Neill, R.E., & Burke, J.C. (1983). The personality and family interaction characteristics of parents of autistic children. Journal of Consulting and Clinical Psychology, 51, 683-692. Abstracted in the Inventory of Marriage and Family Literature (Vol. X, 1984). Beverly Hills, California: Sage Publications.

Schreibman, L., O'Neill, R.E., & Koegel, R.L. (1983). Behavioral training for siblings of autistic children. Journal of Applied Behavior Analysis, 16, 129-138. Reprinted in Bell, E.W. (Ed.)(1984). Autism: A reference book. New York: Longman, Inc.

Invited Articles in Professional Journals McDonnell, J.J., & O’Neill, R.E. (2003). A perspective on single/within subject research methods and

“scientifically-based research”. Research and Practice in Severe Disabilities, 28, 138-142. Data-Based Journal Articles Under Review or In Preparation Macleod, K.S., Hawken, L. S., & O’Neill, R. E. (under revision for resubmission). The effects of tiered

behavior support on students with disabilities in general education classroom settings. Chapters in Books (student co-authors in italics) O’Neill, R. E., & Jameson, J. M. (2016). Designing and implementing individualized positive behavior

support. In F. Brown, J. J. McDonnell, & M. Snell (Eds.), Instruction of students with severe disabilities. (8th ed.). Columbus, OH: Merrill Education/Prentice Hall.

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O’Neill, R. E., & Bundock, K. (2015). Functional behavioral assessment in schools: Historical background and the current context. In D. A. Crone, L. S. Hawken, & R. H. Horner, Positive behavioral support in schools: Functional behavioral assessment. (2nd ed.) (pp. 3-14). New York: Guilford.

O’Neill, R. E., Hawken, L. S., & Bundock, K. (2015). Conducting functional behavioral assessments. In R. L. DePry, F. Brown, and J. Anderson (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 259-278). Baltimore, MD: Paul H. Brookes.

McDonnell, J.J., O’Keeffe, B., & O’Neill, R. E. (2015). Single case design and data-based decision-making. Individual Positive Behavior Supports: A standards-based guide to practices in school and community-based settings (pp. 201-220). Baltimore, MD: Paul H. Brookes.

O’Neill, R. E., Jenson, W. R., & Radley, K. C. (2014). Interventions for challenging behaviors. In F. R. Volkmar, S. J. Rogers, R. Paul, & K. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders (4th ed.), pp. 826-837. Hoboken, NJ: John Wiley & Sons.

Drasgow, E., Martin, C. A., O’Neill, R.E., & Yell, M. L. (2009). Functional behavioral assessments and behavioral intervention plans. In M. L. Yell, N. B. Meadows, E. Drasgow, and J. G. Shriner, Evidence-based practices for educating students with emotional and behavioral disorders. (pp. 92-123). Upper Saddle River, NJ: Pearson.

Kern, L., O’Neill, R. E., and Starosta, K. (2005). Gathering functional assessment information. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 129-164). New York: Guilford.

O'Neill, R. E., & Tuesday-Heathfield, L. (2004). Educational supports. In E. Emerson, C. Hatton, T. Parmenter, & T. Thompson (Eds.), International handbook of applied research in intellectual disabilities (pp. 445-458). London: Wiley.

O’Neill, R. E. (2004). Positive behavior supports. In C. H. Kennedy & E. Horn (Eds.), Inclusion of students with severe disabilities (pp. 141-163). Boston: Allyn and Bacon.

O’Neill, R. E. (2003). Positive behavioral supports. In J. J. McDonnell, M. L. Hardman, & A. P. McDonnell, An introduction to persons with severe disabilities: Educational and social issues (2nd ed.) (pp. 160-184). Boston: Allyn and Bacon.

O’Neill, R.E., Vaughn, B., & Dunlap, G. (1998). Comprehensive behavioral support: Assessment issues and strategies. In A.M. Wetherby, S.F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 313-341). Baltimore: Paul H. Brookes.

Dunlap, G., Vaughn, B., & O’Neill, R.E. (1998). Comprehensive behavioral support: Application and intervention. In A.M. Wetherby, S.F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 343-364). Baltimore: Paul H. Brookes.

O'Neill, R.E. (1997). Autism. In J.W. Wood & A.M. Lazarri (Eds.), Exceeding the boundaries: Understanding exceptional lives (pp. 462-502). Fort Worth, TX: Harcourt Brace.

Horner, R.H., Close, D.W., Fredericks, H.D.B., O'Neill, R.E., Albin, R.W., Sprague, J.R., Kennedy, C.H., Flannery, K.B., & Heathfield, L.T. (1996). Supported living for people with profound disabilities and severe problem behaviors. In D.H. Lehr & F. Brown, (Eds.), Persons with disabilities who challenge the system (pp. 209-240). Baltimore: Paul H. Brookes.

O'Neill, R.E., & Reichle, J. (1993). Addressing socially motivated challenging behaviors by establishing communicative alternatives: Basics of a general case approach. In J. Reichle & D. Wacker (Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp. 205-23). Baltimore: Paul H. Brookes.

DePape, P., Reichle, J., & O'Neill, R.E. (1993). Applying general-case instructional strategies when teaching communicative alternatives to challenging behavior. In J. Reichle & D. Wacker (Eds.),

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Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp. 237-262). Baltimore: Paul H. Brookes.

Horner, R.H., O'Neill, R.E., & Flannery, K.B. (1993). Effective behavior support plans. In M.E. Snell (Ed.), Systematic instruction of persons with severe handicaps (4th ed.) (pp. 184-214). Columbus, OH: Merrill.

Horner, R.H., Albin, R.W., & O'Neill, R.E. (1991). Supporting students with severe intellectual disabilities and severe challenging behaviors. In G. Stoner, M.R. Shinn, and H.M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 269-287). Washington, D.C.: NASP.

O'Neill, R.E., & Marvin, C.A. (1990). Assessment of communicative interaction in the classroom. In G. Tindal & D. Marston, Classroom-based assessment: Evaluating instructional outcomes (pp. 291-322). Columbus, Ohio: Merrill.

Koegel, R.L., Koegel, L.K., & O'Neill, R.E. (1989). Generalization in the treatment of autism. In L.V. McReynolds and J.E. Spradlin (Eds.), Generalization strategies in the treatment of communication disorders (pp. 116-131). Toronto: B.C. Decker.

Dunlap, G., Koegel, R.L., & O'Neill, R.E. (1985). Pervasive developmental disorders. In P. Bornstein & A.E. Kazdin (Eds.), Handbook of clinical behavior therapy with children (pp. 499-540). New York: Dorsey Press.

Koegel, R.L., Burke, J.C., O'Neill, R.E., & Johnson, J. (1984). Preparing public school teachers for client transition. In W.P. Christian, G.T. Hannah, & T.J. Glahn (Eds.), Programming effective human services (pp. 203-225). New York: Plenum Press.

Koegel, R.L., Schreibman, L., Johnson, J., O'Neill, R.E., & Dunlap, G. (1984). Collateral effects of parent training on families with autistic children. In R.F. Dangel & R.A. Polster (Eds.), Parent training: Foundations of research and practice (pp. 358-378). New York: Guilford Press.

Koegel, R.L., Schreibman, L., Britten, K., Burke, J.C., & O'Neill, R.E. (1982). A comparison of parent training with direct child treatment. In R.L. Koegel, A. Rincover, and A.L. Egel (Eds.), Educating and understanding autistic children (pp. 260-279). San Diego: College-Hill Press.

Books O’Neill, R.E., Albin, R.W., Storey, K., Horner, R.H.,, & Sprague, J.R. (2015). Functional assessment

and program development for problem behavior: A practical handbook (3rd ed.). Stamford, CT: Cengage Learning.

O’Neill, R.E., McDonnell, J.J., Billingsley, F.F., and Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson.

O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment and program development for problem behavior: A practical handbook. (2nd ed.). Pacific Grove, CA: Brooks/Cole.

(Published in a Japanese translation in 2003). O'Neill, R.E., Horner, R.H., Albin, R.W., Storey, K., & Sprague, J.R. (1990). Functional analysis of

problem behavior: A practical assessment guide. Sycamore, IL: Sycamore Press. Other National Publications O’Neill, R. E. (2008). Adults with developmental disabilities may be able to acquire some requesting

skills without direct training of those skills. [Abstract]. Evidence Based Communication Assessment and Intervention, 2, 31-33. Abstract of Rosales, R., & Rehfeldt, R. A. (2007). Journal of Applied Behavior Analysis, 40, 105-121.

O'Neill, R. E. (2006). One behavioral specialist's approach to functional behavioral assessment.

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Insert in chapter on "Discipline of students under IDEA." In Huefner, D.S. Getting comfortable with special education law (2nd ed.). Norwood, MA: Christopher-Gordon.

O’Neill, R. E. (2005). Functional behavioral assessment. In G. Sugai & R. H. Horner, (Eds.). Encyclopedia of Behavior Modification and Therapy. Volume 3: Educational Applications (pp. 1322-1328). Thousand Oaks: Sage.

O'Neill, R. E. (1999). One behavioral specialist's approach to functional behavioral assessment. Insert in chapter on "Discipline of students under IDEA." In Huefner, D.S. Getting comfortable with special education law. Norwood, MA: Christopher-Gordon.

Published Conference Proceedings O'Neill, R.E. (1992). Communicative behaviors of persons with severe disabilities: How do we get

them to happen across persons, settings, and situations? In G. Tindal (Ed.), The Oregon Conference Monograph (p. 113-117). Eugene, OR: University of Oregon.

Albin, R.W., O'Neill, R.E., & Sprague, J.R. (1989). Comprehensive programming to manage challenging problem behaviors. In G. Tindal (Ed.), The Oregon Conference Monograph (pp. 30-33). Eugene, OR: University of Oregon.

Invited Book Reviews O’Neill, R. E. (2000). Review of Behavioral intervention: Principles, models, and practices (Scotti &

Meyer, 1999). Journal of the Association for Persons with Severe Handicaps, 25, 61-63. O’Neill, R.E. (1996). Review of Learning to listen: Positive approaches and people with difficult

behavior (Lovett, 1996). Journal of the Association for Persons with Severe Handicaps, 21, 148-151.

O'Neill, R.E. (1996). Review of Risk, resilience, & prevention: Promoting the well-being of all children (Simeonsson, 1994). Education and Treatment of Children, 19, 83-85.

O'Neill, R.E. (1987). Review of Beyond sociobiology (Baldwin & Baldwin, 1981). The Interbehaviorist, 15, 16.

Curricular and Technological Products Sprague, J.R., Flannery, K.B., O’Neill, R.E., & Baker, D.J. (1996). Effective behavioral consultation:

Supporting the implementation of positive behavior support plans for persons with severe problem behavior (2nd ed.). Eugene, OR: Specialized Training Program, University of Oregon.

O’Neill, C., Buckley, D., Lynch, B., & O’Neill, R.E. (1993). Positive behavioral supports. In O’Neill & Associates (Eds.), Planning and presentation modules for training in supported employment. Eugene, OR: Specialized Training Program, University of Oregon.

Sprague, J.R., Flannery, K.B., & O'Neill, R.E. (1992). Effective consultation: Supporting the implementation of positive behavior support plans. Eugene, OR: Specialized Training Program, University of Oregon.

Sprague, J., Manlove, C., O'Neill, R.E., Horner, R.H., & Albin, R.W. (1987). Teaching generalized bus riding. Eugene, OR: Specialized Training Program, University of Oregon.

O'Neill, R.E., Ramsey, E., Shinn, M.R., Todis, B., Walker, H.M., & Spira, D. (1985). Manual for the Target/Peer Interaction Code (TPIC). Eugene, OR: Center on Human Development, University of Oregon.

Ramsey, E., Shinn, M.R., O'Neill, R.E., Spira, D., & Walker, H.M. (1985). Manual for the Pupil Academic Behavior in an Instructional Setting Code (PABIS). Eugene, OR: Center on Human

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Development, University of Oregon. National/Regional Newsletter Articles Mendenhall, K., Suchey, N., O’Keeffe, B. V., & O’Neill, R. E. (2013). Adapting a school’s reading

curriculum materials as a Tier 2 intervention. The Utah Special Educator, 35, 118-121. O’Neill, R. E. (2004). We can meet the huge challenges facing schools, but do we have the will to do

so? The Utah Special Educator, 25, 8-9. Cunningham, E., & O’Neill, R. E. (2004). Best practices in functional behavioral assessment: What do

we know? The Utah Special Educator, 25, 48-50. O’Neill, R. E. (2000). The FUBA’s are coming, the FUBA’s are coming! (Actually, they’re already

here). The Utah Special Educator, 20, 5. O’Neill, R.E., Johnson, W., Kiefer-O'Donnell, D., & McDonnell, J. (1998). Responding to the challenge

of severe problem behaviors: The Comprehensive Behavior Specialist training program. The Utah Special Educator, 18, 18-19.

O'Neill, R.E. (1995). Making sense of facilitated communication. The Utah Special Educator, 15, 26. O'Neill, R.E., & Dunlap, G. (1984). Direct Instruction principles in teaching autistic children.

Association for Direct Instruction News, 3, 21. National Research and Training Grants O’Neill, R. E., & O’Keeffe, B. (2015-2020). Leadership in Positive Behavior Supports (LPBS). Doctoral

Leadership Training Grant, Office of Special Education Programs, U.S. Department of Education. (5 years). $1,226,399. Funded.

Higbee, T., Jenson, W. R., & O’Neill, R. E. (2007). Randomized trial evaluation of an early intensive treatment program for preschool children with autism in public education settings: The ASSERT Program. National Center on Special Education Research, Institute for Education Sciences. $2,294,504 (4 years). Not funded.

O’Neill, R.E. (1998). Project A.C.T.: Acceptability, comparative validity, and treatment utility of functional assessment and analysis procedures. U.S. Dept. of Education, Office of Special Education Programs: Field Initiated Research Programs. $479,507 (3 years). Approved for funding - not funded.

O’Neill, R.E. (1998). Project C.A.P.P.: Comprehensive assessment and programming for prevention of emotional/behavioral disorders. U.S. Dept. of Education, Office of Special Education Programs: Model Demonstration Projects. $533,965 (4 years) Approved for funding - not funded.

Kiefer-O’Donnell, R., McDonnell, J.J., & O’Neill, R.E. (1996). MS/CBS: A project to prepare Master of Science degree graduates as comprehensive behavior specialists for the state of Utah. U.S. Department of Education: Training Personnel for the Education of Individuals with Disabilities. $419,035 (3 years). Funded.

O’Neill, R.E. (1996-1997). A technical assistance project to prevent challenging behaviors in young children with disabilities. (Subcontract from the University of Minnesota). U.S. Department of Education: Early Childhood Outreach Projects. $5,955 (1 year). Funded.

O’Neill, R.E. (1995-1996). A technical assistance project to prevent challenging behaviors in young children with disabilities. (Subcontract from the University of Minnesota). U.S. Department of Education: Early Childhood Outreach Projects. $12,427 (1 year). Funded.

O’Neill, R.E., & Horner, R.H. (1993). Generalized effects of functional communication training: The influence of general case training and behavioral contingencies. U.S. Department of Education:

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Research in the Education of Individuals with Disabilities Program. $72,063 (1.5 years). Funded. O’Neill, R.E. (1991). General case communication skill training for students with severe disabilities.

U.S. Department of Education: Research in the Education of Individuals with Disabilities Program. $75,000 (1.5 years). Funded.

State Research and Training Grants O’Neill, R. E. (2009). University of Utah Project for Enhanced Recruiting of Paraprofessionals

Program (EROP). Utah State Office of Education. $47,310 (1 year). Funded. O’Neill, R. E. (2008). University of Utah Alternative Distance Teacher Education Program in

Mild/Moderate Disabilities. Utah State Office of Education. $54,989 (1 year). Funded. O’Neill, R. E. (2007). University of Utah Alternative Distance Teacher Education Program in

Mild/Moderate Disabilities. Utah State Office of Education. $90,054 (1 year). Funded. Milligan, P., Kupferschmidt, M., & O’Neill, R.E. (2000). Project IBS: Improving behavioral support in

the Murray School District. Utah SIGNAL Project. $53,272 (2 years). Funded. University Research and Training Grants O’Neill, R. E., & Baese, P. (2006). Functional assessment of the effects of psychoactive medication

on severe problem behavior in children and adolescents with developmental disabilities. Interdisciplinary Research Seed Grant Committee. $4,450 (1 year). Funded.

O’Neill, R.E. (2000). Comparing the results of different functional assessment procedures with students with emotional/behavioral disorders (E/BD). University Research Committee. $5,920 (2 years). Funded.

Peer-Reviewed Presentations at National, Regional, & State Conferences Jones, A., Jenson, W. R., Clark, E., Olympia, D., Gardner, M., & O’Neill, R. E. (2016). Timeout use: A

national survey of current trends. National Association of School Psychogists, New Orleans, LA.

O’Neill, R. E. (2015). A proposed hierarchy of functional behavioral assessment skills. Association for Behavior Analysis International, Boston, MA.

O’Neill, R. E. (2014). A proposed hierarchy of functional behavioral assessment skills. Utah Association for Behavior Analysis, Layton, UT.

Bundock, K., & O’Neill, R. E. (2014). Acceptability of functional behavioral assessment procedures to special education teachers and school psychologists. Association for Behavior Analysis International, Chicago, IL.

Bundock, K., & O’Neill, R. E. (2014). Acceptability of functional behavioral assessment procedures to special education teachers and school psychologists. Association for Positive Behavioral Support, Chicago, IL.

O’Neill, R. E. (2013). Issues and strategies in social validation of early intensive behavioral intervention with young children with autism. Association for Behavior Analysis International, Minneapolis, MN.

O’Neill, R. E. (2013). Issues and strategies in social validation of early intensive behavioral intervention with young children with autism. Association for Positive Behavioral Support, San Diego, CA.

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King, B., Jenson, W.R., Olympia, D., & O’Neill, R. E. (2011). On-Task In A Box: Self and peer-modeling combined with self-monitoring to increase on-task behavior. National Association of School Psychologists, San Francisco, CA.

Kiuhara, S., Graham, S., O’Neill, R., & Hawken, L. S. (2011). The effects of self-regulated strategy development on the persuasive essay writing of high school students with disabilities. Pacific Coast Research Conference, Coronado, CA.

Kiuhara, S., O’Neill, R. E., Hawken, L. S., and Graham, S. (2010). Effects of Self-Regulated Strategy Development on persuasive essay writing of high school students with disabilities. International Association for Behavior Analysis International, San Antonio, TX.

Kuhn, L., Clark, E., O’Neill, R.E., Olympia, D., & Pompa, J. (2010). Investigation of classroom-based group ABA for children with autism. American Psychological Association, San Diego, CA.

Hawken, L.S., O’Neill, R.E., & MacLeod, K.S. (2009). An investigation of the impact of function of problem behavior on effectiveness of the Behavior Education Program (BEP). International Association for Behavior Analysis, Phoenix, AZ.

Bills, W., & O’Neill, R.E. (2008). Function-based support for children with Batten disease. International Association for Behavior Analysis, Chicago, IL

Brown, F., Crimmins, D., Farrell, A., Hawken, L. S., & O’Neill, R. E. (2007). Schoolwide positive behavioral support and students with severe disabilities: A panel discussion. Association for Positive Behavioral Support, Boston, MA.

Cunningham, E., & O’Neill, R. E. (2007). Agreement between functional assessment and analysis methods with students with emotional/behavioral disorders. Association for Positive Behavioral Support, Boston, MA.

MacLeod, K. S., Hawken, L. S., & O’Neill, R. E. (2007). Examining the effects of secondary level interventions and individualized function-based support strategies. Association for Behavior Analysis, San Diego, CA.

O’Neill, R. E. (2007). Social validation issues and strategies in intensive early intervention for children with autism spectrum disorders. Association for Behavior Analysis, San Diego, CA.

Rasmussen, K., & O’Neill, R. E. (2006). The use of time-based reinforcement schedules to reduce disruptive behavior of students with emotional/behavioral disorders in a classroom setting. Association for Behavior Analysis, Atlanta, GA.

Frazee, J., & O’Neill, R. E. (2005). Using functional assessment and group contingencies to reduce problem behavior of students with moderate/severe disabilities. Association for Positive Behavioral Support, Tampa, FL.

O’Neill, R.E. (2004). Applied behavior analysis in special education at the University of Utah. Association for Behavior Analysis, Boston, MA. Cunningham, E., & O’Neill, R.E. (2004). Comparing the results of different functional assessment procedures with students with emotional/behavioral disorders (E/BD). Association for Behavior Analysis, Boston, MA O’Neill, R.E. (2003). Applied behavior analysis in special education at the University of Utah. Association for Behavior Analysis, San Francisco, CA Frazee, J., & O’Neill, R.E. (2003). Using functional assessment and group contingencies to reduce

problem behavior of students with intellectual disabilities. Association for Behavior Analysis, San Francisco, CA

O’Neill, R.E. (2002). Applied behavior analysis in special education at the University of Utah. Association for Behavior Analysis, Toronto, Ontario, Canada

Murdock, S., & O’Neill, R. E. (2002). Comparing results of different functional assessment strategies with middle school students with emotional/behavioral disorders: What do you get? Association for Behavior Analysis, Toronto, Ontario, Canada

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O'Neill, R.E. (2001). Applied behavior analysis in special education at the University of Utah. Association for Behavior Analysis, New Orleans, LA

Davis, L., & O'Neill, R.E. (2001). Effects of the use of response cards with a group of students with disabilties including students who are English language learners. Association for Behavior Analysis, New Orleans, LA

Murdock, S., & O’Neill, R. E. (2001). Comparing results of different functional assessment strategies with middle school students with emotional/behavioral disorders: What do you get? Council for Children with Behavioral Disorders, Atlanta, GA

Murdock, S., & O'Neill, R.E. (2000). Comparing results of different functional assessment strategies with middle school students with emotional/behavioral disorders: What do you get? Utah Council for Children with Behavioral Disorders, Provo, UT

O’Neill, R.E. (2000). Applied behavior analysis in special education at the University of Utah. Association for Behavior Analysis, Washington, D.C.

Lubbers, T., O’Neill, R.E., & Johnson, J.W. (2000). Comparing effectiveness and acceptability of dependent and interdependent group contingencies in a classroom setting. Association for Behavior Analysis, Washington, D.C.

O’Neill, R.E. (1999). Are empirical science and research still important for TASH? The Association for Persons with Severe Handicaps, Chicago, IL

Cunningham, E., & O'Neill, R.E. (1999). Comparing results of functional assessment and analysis procedures with young children with autism. Association for Behavior Analysis, Chicago, IL

O’Neill, R.E. (1999). Discussant comments for symposium on Present and Future Issues in Functional Assessment. Association for Behavior Analysis, Chicago, IL

O’Neill, R.E. (1998). Moving from functional assessment to building and implementing behavior support plans (BSP's). The Association for Persons with Severe Handicaps, Seattle, WA

O’Neill, R.E. (1997). Factors influencing the implementation of positive behavior support programs on a day-to-day basis. The Association for Persons with Severe Handicaps, Boston, MA

Schroeder, B., & O’Neill, R.E. (1997). Doing it right: The incredible power of positive reinforcement. Utah Association for Supervision and Curriculum Development, Park City, UT

Urban, M., O’Neill, R.E., & Becker, W.C. (1997). Social validation of a peer-mediated strategy for increasing the duration of interactions of children with autism and other severe disabilities. Association for Behavior Analysis, Chicago, IL

O’Neill, R.E. (1997). Discussant for symposium on Schoolwide Strategies for Managing Problem Behaviors (George Sugai, Chair). Association for Behavior Analysis, Chicago, IL

O’Neill, R.E. (1997). Proactive antecedent strategies for managing challenging behavior of young children. National Conference of the Council for Exceptional Children, Salt Lake City, UT

McEvoy, M., Reichle, J., Davis, C., & O’Neill, R.E. (1996). A technical assistance model for providing support to preschool teachers dealing with children with challenging behaviors. Association for Behavior Analysis, San Francisco, CA

O’Neill, R.E., Broadbent, B. Powers, J., Bradley, C., & Weyburn, P. (1996). Taking it to the streets: Providing support and assistance to teachers dealing with preschool children with challenging behaviors. Ninth Annual Statewide Early Intervention and Preschool Conference, Salt Lake City, UT

O'Neill, R.E., & Sweetland-Baker, M. (1995). Behavioral contingencies and generalization effects in functional communication training. Association for Behavior Analysis, Washington, D.C.

O'Neill, R.E. (1995). "Why do they do that?": Issues and strategies for the functional assessment of problem behavior. Eighth Annual Statewide Preschool and Early Intervention Conference, Salt Lake City, UT

O'Neill, R.E., Faulkner, C., & Horner, R.H. (1994). Outcomes of a general case approach for teaching

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initial communication skills. The Association for Persons with Severe Handicaps, Atlanta, GA Day, H.M., Horner, R.H., & O'Neill, R.E. (1994). Multiple functions of problem behaviors: Assessment

and intervention. The Association for Behavior Analysis, Atlanta, GA O'Neill, R.E. (1994). Functional assessment strategies for students with challenging behavior

patterns. The Oregon Conference, Eugene, OR Hudspeth, L., O'Neill, R.E., Horner, R.H., & Flannery, K.B. (1993). Functional assessment of the

effects of interaction and activity variables on pica behavior. Association for Behavior Analysis, Chicago, IL

Hudspeth, L., O'Neill, R.E., & Horner, R.H. (1993). Functional assessment of the effects of interaction and activity variables on pica behavior. The Oregon Conference, Eugene, OR

O'Neill, R.E., Heathfield, L.T., Horner, R.H., & Ouellette, L. (1992). The role of multiple functions in behavioral intervention. Association for Behavior Analysis, San Francisco, CA

Horner, R.H., Close, D.W., Fredericks, H.D., O'Neill, R.E., et al. (1992). Behavioral support in the community: A longitudinal evaluation. Association for Behavior Analysis, San Francisco, CA

O'Neill, R.E. (1992). Communicative behaviors of persons with severe disabilities: How do we get them to happen across persons, settings, and situations? The Oregon Conference, Eugene, OR

O'Neill, R.E. (1991). General case communication skill instruction. Northwest Association for Behavior Analysis, Victoria, British Columbia

O'Neill, R.E. (1991). The integration of values and the research process: A panel discussion. The Association for Persons with Severe Handicaps, Washington, D.C.

Horner, R.H., Close, D.W., Fredericks, H.D.B., O'Neill, R.E., et al. (1990). Oregon Community Support: Providing support for people with severe problem behaviors. Association for Behavior Analysis, Nashville, TN

Horner, R.H., Close, D.W., Fredericks, H.D., O'Neill, R.E., et al. (1990). Oregon Community Support: Providing support for people with severe problem behaviors. Northwest Association for Behavior Analysis, Seattle, WA

O'Neill, R.E., Heathfield, L.T., & Horner, R.H. (1990). The influence of multiple functions in teaching alternative responses for difficult behaviors. The Association for Persons with Severe Handicaps, Chicago, IL

O'Neill, R.E. (1989). Comprehensive programming to manage challenging problem behaviors. The Oregon Conference, Eugene, OR

O'Neill, R.E., Horner, R.H., O'Brien, M., & Huckstep, S. (1989). Generalized control of challenging behaviors. Association for Behavior Analysis, Milwaukee, WI

O'Neill, R.E., Horner, R.H., & Albin, R.W. (1989). Functional analysis of challenging behaviors: Research and practical approaches. The Association for Persons with Severe Handicaps, San Francisco, CA

Ramsey, E. , Shinn, M.R., Walker, H.M., & O'Neill, R.E. (1988). Home and school correlates of antisocial behavior. The Oregon Conference, Eugene, OR

O'Neill, R.E., & Horner, R.H. (1988). The role of functional analysis in nonaversive behavior management. The Oregon Conference, Eugene, OR

Shinn, M.R., Walker, H.M., O'Neill, R.E., Stieber, S., & Ramsey, E. (1987). Longitudinal assessment and followup of antisocial behavior patterns in fifth grade boys: Analysis within and across school years. Association for Behavior Analysis, Nashville, TN

O'Neill, R.E. (1987). Teaching question-asking responses to children with autism and other developmental disabilities. Association for Behavior Analysis, Nashville, TN

Ramsey, E., O'Neill, R.E., Walker, H.M., & Stieber, S. (1986). Longitudinal assessment and long-term followup of antisocial behavior in fourth grade boys. The Oregon Conference, Eugene, OR

O'Neill, R.E., Koegel, R.L., & Ramsey, E. (1982). Promoting autistic children's appropriate

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interactions with untrained individuals. Association for Behavior Analysis, Milwaukee, WI Koegel, R.L., Schreibman, L., O'Neill, R.E., & Burke, J.C. (1982). Utilizing parents to promote the

generalization of learned skills by autistic children. The Association for Persons with Severe Handicaps, Denver, CO

O'Neill, R.E., Burke, J.C., & Koegel, R.L., (1981). Operant analysis of unstructured interactions of autistic children with trained versus untrained parents. Western Psychological Association, Los Angeles, CA

Schreibman, L., O'Neill, R.E., & Koegel, R.L. (1981). Behavioral training for siblings of autistic children. American Speech, Language, and Hearing Association, Los Angeles, CA

Burke, J.C., O'Neill, R.E., Koegel, R.L., & Schreibman, L. (1980). Generalization of parent training: A comparison with direct clinic treatment for autistic children. Western Regional Conference for Humanistic Behavioral Approaches, Las Vegas, NV

Schreibman, L., O'Neill, R.E., & Koegel, R.L. (1980). Behavioral training for siblings of autistic children. The Association for Persons with Severe Handicaps, Los Angeles, CA

Koegel, R.L., Schreibman, L., Burke, J.C., & O'Neill, R.E. (1980). Characteristics of parents and families of autistic children: Implications for treatment. The Association for Persons with Severe Handicaps, Los Angeles, CA

Invited Presentations at International, National, Regional, & State Conferences O’Neill, R. E. (2015). Invited Keynote Address: Sustaining effective implementation of positive

behavioral supports in educational and community settings. Second Annual Home and Community Conference on Positive Behavioral Supports, St. Petersburg, FL

O’Neill, R. E. (2015). Designing and implementing function-based interventions for challenging behavior. Second Annual Home and Community Conference on Positive Behavioral Supports, St. Petersburg, FL

O’Neill, R. E. (2014). Assessing acceptability of functional behavioral assessment procedures to special education teachers and school psychologists. Critical Issues Facing Children and Adolescents, Salt Lake City, UT O’Neill, R. E. (2005). Recent trends and issues in Positive Behavioral Support (PBS). Keynote speech at 16th Annual Conference of the North Carolina Association for Behavior Analysis, Wrightsville Beach, NC

O’Neill, R. E. (2003). Can’t they or won’t they? Becoming aware of learning disabilities in youth with emotional and behavioral challenges. 24th Annual Conference of Agencies and Organizations Serving Troubled Youth, Salt Lake City, UT

O’Neill, R. E. (2003). Dealing with challenging behavior of children and youth with emotional and behavioral disorders: Functional assessment and comprehensive behavioral support strategies. 24th Annual Conference of Agencies and Organizations Serving Troubled Youth, Salt Lake City, UT

O’Neill, R. E. (2002). Please don’t put the cat in the dryer, again! Annual Convention of the Autism Society of Utah, Salt Lake City, UT

O’Neill, R. E. (2002). Invited Keynote Address: Issues and strategies in social validity for early intensive behavioral intervention for young children with autism. Northwestern Association for Behavior Analysis, Ellensburg, WA

O’Neill, R. E. (2002). Functional assessment of problem behaviors: Concepts and strategies. Northwestern Association for Behavior Analysis, Ellensburg, WA

O’Neill, R. E. (2002). Teaching alternative skills and behaviors to reduce problem behaviors. Northwestern Association for Behavior Analysis, Ellensburg, WA

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O’Neill, R. E. (2002). Issues and strategies in schoolwide behavior support. Presented to Student/Faculty Colloquium in Positive Behavioral Supports, Department of Special Education, University of Washington, Seattle, WA

O'Neill, R.E. (2001). Positive behavioral support in home and community settings: An overview. Utah State Developmental Center Conference, American Fork, UT

O'Neill, R.E. (2001). Functional assessment and developing behavior support plans. Kentucky Autism Training Center Annual Conference, Louisville, KY

O'Neill, R.E. (2001). Social validation issues and strategies in early intensive behavioral intervention with young children with autism. Kentucky Autism Training Center Annual Conference, Louisville, KY

O’Neill, R.E., & Tribble, A. (2001). Working with behavior: Applying functional assessment of behavior to dual diagnosis. Building a Foundation: Promoting Mental Health in Children and Adults with Developmental Disabilities (regional NADD conference), Salt Lake City, UT

O’Neill, R.E. (2000). Doing it...together: A brief five step process for collaborative problem solving by parents, teachers, and students. Utah State Inclusion Conference, Snowbird, UT

O’Neill, R.E. (2000). Functional assessment as a foundation for comprehensive behavioral interventions. Critical Issues Facing Children and Adolescents, Salt Lake City, UT

O’Neill, R.E. (2000). Challenges in coordinating special education with other needs and services for children. Critical Issues Facing Children and Adolescents, Salt Lake City, UT

O'Neill, R. E. (1999). Current and future research on the assessment and treatment of severe problem behaviors. Eighth Annual St. Amant Centre International Conference on Developmental Disabilities, Winnipeg, Manitoba, Canada

O’Neill, R. E. (1999). Conducting functional assessments and developing behavior support plans. Eighth Annual St. Amant Centre International Conference on Developmental Disabilities, Winnipeg, Manitoba, Canada

Cunningham, E., & O’Neill, R.E. (1999). Comparing results of functional assessment and analysis procedures with young children with autism. Intervention Procedures for At-Risk Children and Youth, Logan, UT

O'Neill, R.E. (1998). Please don't hang your sister from the clothesline, again! Annual Conference of the Autism Society of Utah, Salt Lake City, UT

O’Neill, R.E. (1998). Behavioral momentum: Getting the ball rolling in the right direction. Utah State Inclusion Conference, Snowbird, UT

O’Neill, R.E. (1998). Please don't put the cat in the dryer again!. Annual Utah Parent Center Conference, Salt Lake City, UT

O’Neill, R.E. (1996). Evaluating behavior support plans: Illustrations and applications. Taking Off to New Directions: Flying Together (Summer Conference of the Utah State Division of Services for Persons with Disabilities), Salt Lake City, UT

O’Neill, R.E. (1996). Figuring out problem behaviors: Making sure to include the student in the functional assessment process. Annual Conference of the Utah Council for Children with Behavioral Disorders, Provo, UT

O’Neill, R.E. (1996). Why do they do that? How can we get them to stop? Third Annual Possibilities Unlimited Inclusion Conference, Provo, UT

O’Neill, R.E. (1995). Teaching and promoting functional skills as alternatives to challenging behaviors. Utah Inclusion Conference, Salt Lake City, UT

O’Neill, R.E. (1995). What to look for in evaluating behavioral support plans. Utah Division of Services for Persons with Disabilities Case Managers Conference, Park City, UT

O’Neill, R.E. (1995). Teaching alternative skills to help reduce problem behaviors. The Interventions Conference, Logan, UT

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O'Neill, R.E. (1995). Assessing and supporting students with challenging behaviors. Second Annual Possibilities Unlimited Inclusion Conference, Provo, UT

O'Neill, R.E. (1994). The importance of assessment in supporting students with severe problem behavior. Utah Inclusion Conference, Salt Lake City, UT

O'Neill, R.E. (1994). Developing communication skills as alternatives to problem behavior. Utah Inclusion Conference, Salt Lake City, UT

O'Neill, R.E. (1993). Invited Keynote Address: Including children with challenging behaviors. Annual Conference of the Autism Society of Washington, Seattle, WA

O'Neill, R.E. (1992). An approach to teaching generalized communication skills. Connecticut State Conference on Nonaversive Behavioral Support, Hartford, CT

O'Neill, R.E. (1992). Functional analysis of problem behavior. Connecticut State Conference on Nonaversive Behavioral Support, Hartford, CT

Local, State, Regional, & National Workshops (unpaid) 2014 Salt Lake City School District – Workshop on positive supports for appropriate behavior

for directors and staff of district-wide after school programs 2005 Jordan School District – Presented workshop on functional behavioral assessment to district Trainer’s Academy personnel 2005 National TASH Teleconference Session – Understanding Problem Behaviors in School

Settings (co-presented with Dr. Leanne Hawken) 2004- America Reads Program of Utah – Workshop on behavior management for 2007 students in individual and small group situations 1997 Granite School District, junior high and secondary level principals: Presented workshop

on National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance

1996 National Conference of the Association for Persons with Severe Handicaps: Co-presented one-day workshop (TASH Tech) on functional assessment and designing effective behavior support plans

1996 Inclusion Project Work Groups, Utah State Office of Education: Co-presented one day workshop to school district inclusion teams from around the state on supporting students with challenging behaviors

1996 Granite School District- Study Group for BD/LD Secondary Teachers: Presented workshop on assessment of problem behaviors and teaching functional alternative skills

1995 The Association for Persons with Severe Handicaps: Co-presented one-day workshop (TASH Tech) on functional assessment and designing effective behavior support plans

1995 Granite School District- Inservice Training Session for Regular and Special Education Teachers: Presented workshop on assessment and management of problem behavior

1993 The Association for Persons with Severe Handicaps: Co-presented one-day workshop (TASH Tech) on functional assessment and designing effective behavior support plans

1992 Delaware State Department of Education: Co-presented three three-day workshops to train state level training and technical assistance team for positive behavioral support

1990 Washington State Department of Developmental Disabilities: Co-presented three three-day workshops to train state level training and technical assistance team for positive behavioral support

1989 Connecticut Department of Mental Retardation: Co-presented three three-day workshops to train state level training and technical assistance team for positive behavioral support

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1989 Washington State Department of Developmental Disabilities: Co-presented two-day workshop for service providers working with people with developmental disabilities

1989 Oregon Statewide Inservice on Developmental Disabilities: Co-presented workshop to service providers on assessment and intervention for persons with disabilities and challenging behaviors

1989 Minnesota Department of Human Services: Co-presented three three-day workshops to train state level training and technical assistance team for positive behavioral support

1988 Idaho State Department of Education: Presented one-day workshop to teachers of students with low incidence handicaps on assessment and support strategies

1987 Child Development and Rehabilitation Center, Oregon Health Sciences University: Presented workshop to medical students on identification and assessment of children at-risk for antisocial and delinquent behavior patterns

1986 Oregon State Department of Education: Presented one-day workshop to teachers of students with severe disabilities on strategies for teaching generalized communication skills

1985 Oregon State Department of Education; Summer Institute for Educators of Low Incidence Populations: Co-presented one-day workshop to teachers of students with severe disabilities on effective instructional strategies

1982 Autism Research Center, University of California at Santa Barbara: Co-presented three-day workshop to parents and teachers on effective teaching strategies for children with autism

Local, State, Regional, National, and International Workshops (paid)

2010 Granite School District: Workshop for special education teachers on functional

assessment and function-based interventions. 2006 Utah Behavioral Initiative (USOE): Workshop on function-based interventions for Utah

school teams implementing schoolwide behavioral support. 2005 Utah State Office of Education: Presented half-day workshop on functional behavioral

assessment to teachers of students with autism and severe disabilities 2002 Kodiak Island School District, Kodiak, AK: Presented two days of workshop sessions on

schoolwide behavioral support, functional assessment of problem behaviors, and developing and implementing behavioral support plans.

2000 Utah Association of Community Services: Presented one half day workshop and four one-day workshops on functional assessment and behavioral support to managerial, direct care, and behavioral consultant staff from residential and vocational adult service agencies as part of UACS's statewide Positive Behavioral Support Training Project.

1999 Utah Association of Community Services: Presented five one-day workshops on functional assessment/analysis to managerial and direct care staff from residential and vocational adult service agencies as part of UACS's statewide Positive Behavioral Support Training Project

1999 Utah State Office of Education Inclusion Team Training Network: Presented workshop on behavioral momentum strategies.

1998 Utah Schools for the Deaf and Blind, Salt Lake City, UT: Presented half-day workshop on functional assessment and behavior support programming to Psychological Services Department staff

1998 Federal Way School District, Federal Way, WA: Presented a two-day workshop on functional assessment/analysis to school administrators, classroom teachers, and

17

related service personnel 1998 Community Training Alternatives, Salt Lake City, UT: Presented two one-day workshops

on functional assessment/analysis to managerial and direct care staff 1998 Granite School District, Salt Lake City, UT: Presented half-day workshop on functional

assessment/analysis and development of behavior support plans to classroom teachers and assistants

1998 Utah Association of Rehabilitation Facilities: Presented one-day workshop on functional assessment/analysis to managerial and direct care staff from residential and vocational adult service agencies as part of UARF's statewide Positive Behavioral Support Training Project

1997 Utah Association of Rehabilitation Facilities: Presented five one-day workshops on functional assessment/analysis to managerial and direct care staff from residential and vocational adult service agencies as part of UARF's statewide Positive Behavioral Support Training Project

1996 Utah State Division of Services for People with Disabilities (Central Region): Presented two half-day workshops to DSPD case managers and residential service providers on creating and evaluating behavior support plans

1996 Utah State Division of Services for People with Disabilities (Northern Region): Presented half-day workshop to DSPD case managers and residential service providers on creating and evaluating behavior support plans

1991 Shuang Chi Foundation for Mentally Retarded Children, Taipei, Taiwan: Presented three-day workshop to teachers, parents and service providers on strategies to achieve community integration and support for persons with developmental disabilities and challenging behavior

1989 State of Idaho Department of Education Summer Institute: Presented one-day workshop to teachers on assessment and intervention for persons with disabilities and challenging behaviors

1989 Montana Statewide Inservice on Developmental Disabilities: Presented one-day workshop to service providers on assessment and intervention for persons with disabilities and challenging behaviors

1988 Department of Special Education, University of Utah; Summer Institute for Teachers of Persons with Severe Handicaps: Presented one-day workshop to teachers on assessment and intervention for students with challenging behaviors

University Teaching

University of Oregon

Behavior Management for Exceptional Individuals Research Methods in Special Education Programming and Instruction for Persons with Severe Disabilities

University of Utah SPED 5022/6022 Principles and Procedures of Instruction and Behavioral Support SPED 5110/6110 Behavioral Support Strategies for Students w/Mild/Moderate Disabilities SPED 5230/6230 Behavioral Support Strategies for Students w/Severe Disabilities SPED 7020 Introduction to Single Case Research Designs SPED 652 Schoolwide Consultation and Support I & II

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SPED 6960-028 Schoolwide Discipline and Management SPED 770 - Doctoral Colloquium Student Course Evaluation Summary (6 pt. scale) Average Course Score: 5.4 (range 3-6) Average Instructor Score: 5.5 (range 3-6) Other Teaching

SPED 671R-4- Treatment of Autism (Summer, 1995, 1996, 1998, 2000): Provided guest lectures in week-long course taught by Dr. Sally Ozonoff (Dept. of Psychology)

SPED 3010 - Human Exceptionality (1995-2000): Provided guest lectures on autism Communication Sciences and Disorders 7810 – Special Populations (2004-6): Provided guest

lectures on functional assessment and behavioral support Occupational Therapy 6830 – Professional Seminar – Guest lecture on behavior management

(2005-present) Social Work 6860-032 - The New IDEA: Understanding and Implementing the Law – Guest lecture on behavior management (2006)

University Service Activities Departmental Service

2010-present Department Chair 2007-2008 Chair, Search Committee for Faculty Position in Mild/Moderate Disabilities 2003-2005 Chair, Department RPT Committee 2002-2010 Coordinator, Teacher Certification Program in Mild/Moderate Disabilities 2001-2002 Member, Search Committee for Faculty Positions (3) in Mild/Moderate

Disabilities 1998-2010 Department Admissions Committee 1997-2002 Coordinator, Teacher Certification Program in Severe Disabilities 1996-2003 Coordinator, Comprehensive Behavior Specialist Training Program 1996-98 Chair, Student Advising, Information, and Recruitment Committee 1996-97 Member, Search Committee for Assistant Professor in Early Childhood Special

Education 1995-96 Chair, Committee to Revise Master’s Degree Comprehensive Examination 1994-2010 Member, Department Retention, Promotion, and Tenure Committee 1994-95 Member, Search Committee for Visiting Assistant Professor in Severe Disabilities

College Service 2013 Member, RPT Committee, Department of Educational Leadership and Policy 2013 Member, Search Committee for Dean of the College of Education 2012 Member, RPT Committees for Departments of Educational Psychology and

Educational Leadership and Policy 2010-present Member, College of Education Leadership Team 2010-present Member, College Teacher Education Governing Board 2010 Member, College Action Planning Team – Community Engagement Subgroup

19

2007-2008 Chair, College Academic Appeals Committee 2007 Chair, College RPT Advisory Committee 2005-2006 Chair, College Council Executive Committee 2003-2005 Member, College Council Executive Committee

2002-2005 Member, COE Research, Teaching, and Service Award Committee 2000-2001 Member, COE Retention, Promotion, and Tenure Committee 1997-99 Member, COE Curriculum Committee 1996-97 Member, Dean’s Advisory Group 1995-98 Member, College Council Executive Committee (Chair, 1996-97) 1994-96 Member, COE Retention, Promotion, and Tenure Committee

University Service 2010-2014 University Advisory Council on Teacher Education

2003-2006 University Undergraduate Council 1999-2002 University Promotion and Tenure Appeals Committee 2000 Research Instrumentation Fund Proposal Review Committee 1999-2000 Chair, University Research Committee 1997-99 Member, University Research Committee 1997 Member, Search Committee for Assistant Professor, Department of

Communication Disorders 1995-98 Member, Campus Recreation Advisory Committee

Other Professional Service Activities Local/State/National Committees 2015-present Grant Proposal Reviewer, National Organization for Autism Research (OAR) 2014-present Member, Advisory Committee on Revision of State Law for application of Least

Restrictive Behavioral Intervention Guidelines in general and special education 2014-present Member, Advisory Committee, Carmen B. Pingree Center for Students with

Autism Spectrum Disorders 2013-present State Workgroup to develop Licensure Bill for licensing Board Certified Behavior

Analysts 2012-present Website Workgroup, Association for Positive Behavioral Support (APBS) 2010-2014 Council for Exceptional Children - National Validation Study Team to Develop

Standards for Behavior Support Specialists 2005-present Member, Advisory Council to USOE SPDG/MTSS Personnel Preparation

Committee 2004-2005 Past President, Utah Unit of the Council for Exceptional Children 2004 Subgroup Leader of USOE Committee to Revise Technical Assistance Manual

for Assessment and Classification of Students with E/BD 2003-2004 President, Utah Unit of the Council for Exceptional Children 2003 Member, Task Force on Strategies for Strategy 6 of the Utah Agenda for

Students with Disabilities 2001-2003 Vice President, Utah Federation Council for Exceptional Children 2000-2001 Member, State Committee on Revision of Standard XII for Teacher Certification

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2000 Member, State NCATE Review Team for Special Education Program at Weber State University

1998-2007 Co-Chair, National Positive Approaches Committee, Association for Persons with Severe Handicaps

1997-present Member, State Task Force on Discipline Regulations in IDEA 1996-1999 Chairperson, Board of Directors, Autism Society of Utah 1995-1999 Member, Board of Directors, Autism Society of Utah 1995-2000 Member, State Rainman Committee (interagency committee charged with

developing statewide plan for coordinated services for persons with autism and their families)

*Co-Chair, Subcommittee on Training Strategies 1991-2005 Member, National Positive Approaches Committee, The Association for Persons

with Severe Handicaps 1993-1994 Member, Lane County Education Service District Task Force on Positive

Behavioral Support (Lane County, OR) 1993-1994 Member, Lane County Education Service District Task Force on Facilitated

Communication (Lane County, OR) 1993-1994 Member, Oregon Department of Education Statewide Task Force on Facilitated

Communication 1991-1994 Board Member, Early Education Program (Eugene, OR) 1989-1991 Member, Lane County Education Service District Special Education Advisory

Council (Lane County, OR) Journal Editorial Boards 2008-present Member, editorial board, Research and Practice in Severe Disabilities

(formerly JASH) 2006-present Member, editorial board, Evidence-Based Communication Assessment

and Intervention 2010-2013 Member, editorial board, Journal of Applied Behavior Analysis 2005-2008 Member, editorial board, Journal of Applied Behavior Analysis 2004-present Member, editorial board, European Journal of Behavior Analysis 2001-2008 Associate Editor, Research and Practice in Severe Disabilities (formerly

JASH) 2000-2005 Member, editorial board, Innovations: Research to Practice Series

(American Association on Mental Retardation) 2000-present Member, editorial board, School Psychology Review 2000-2003 Member, editorial board, Journal of Applied Behavior Analysis 1999-2001 Member, editorial board, European Journal of Behavior Analysis 1998-1999 Member, editorial board, Journal of Applied Behavior Analysis 1998-2005 Member, editorial board, Journal of Positive Behavior Interventions 1998 Nominated as candidate for editorship of Journal of the Association for

Persons with Severe Handicaps (nomination declined) 1996 Nominated for editorship of The Analysis of Verbal Behavior 1994-2000 Member, editorial board, Education and Treatment of Children 1993-2001 Member, editorial board, Journal of the Association for Persons with

Severe Handicaps

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Guest Associate Editor

1997, 2014 Education and Treatment of Children Guest Reviewer (1982-present)

Journal of Applied Behavior Analysis Journal of Speech and Hearing Disorders Analysis and Intervention in Developmental Disabilities American Journal on Mental Retardation Research in Developmental Disabilities Journal of Autism and Developmental Disorders Mental Retardation School Psychology Review

Reviewer for Publishing Companies

1998-2000 Wadsworth Publishing Company: Reviewer of prospecti and pre-publication drafts of books in the area of special education and developmental disabilities

1997-2000 Paul H. Brookes Publishing Company: Reviewer of prospecti and pre-publication drafts of books in the area of special education and developmental disabilities

1993-1995 Brooks/Cole Publishing Company: Reviewer of pre-publication drafts of books in the area of special education and developmental disabilities

1990-1992 Allyn and Bacon/Prentice-Hall: Reviewer for textbooks on research design 1983-1985 West Publishing Company: Reviewer of pre-publication drafts of child and

adolescent development textbooks

Grant Proposal Reviewer

1999 External reviewer for Faculty Research Grant awards for Utah State University 1989-1991 Reviewer of grant proposals for U.S. Department of Education (National Institute

on Disability and Rehabilitation Research, and Rehabilitation Services Administration)

Conference Submissions Reviewer 2010-present Reviewer for conference submissions for Association for Positive Behavioral

Support 2000 Reviewed manuscripts submitted to First Annual TASH Conference Yearbook 1999-present Reviewed submissions concerning positive behavioral supports for the TASH

conference 1996 Reviewed submissions concerning challenging behavior for 1996 Conference of

the International Society for Augmentative and Alternative Communication (ISAAC)

1994 Reviewed submissions concerning empirical research for The Association for Persons with Severe Handicaps (TASH)

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Consulting Activities Unpaid Consulting Activities 2005 Alpine School District, Lehi, UT: Provided consulting to staff at Lehi Junior High

School on academic and behavioral support for a student with severe disabilities and challenging behavior

2001 Disability Law Center, Salt Lake City, UT: Providing consulting on educational and behavioral needs of kindergarten student with autism

2000 Murray School District, Salt Lake City, UT: Provided consulting to private and public school personnel to conduct a functional assessment and provide programming recommendations for a student with emotional/ behavioral disorders; also testified at due process hearing

1997 Disability Law Center, Salt Lake City, UT: Provided consulting and expert testimony at a due process hearing concerning appropriate behavior programming for a student with severe disabilities

1997 Granite School District: Served as facilitator for school-based teams developing plans for school safety prevention and intervention strategies

1997 Granite School District: Consulted on development of system for observation and evaluation of teachers working in self-contained classrooms for students with emotional and behavioral disorders

1996 Salt Lake City School District: Consulted on strategies for supporting an elementary student with disabilities and problem behaviors in a regular class setting

1995-1996 Utah Division of Services for Persons with Disabilities: Consulted on assessment and intervention strategies for adult client with severe disabilities and challenging behavior

1995 Alpine School District: Consulted on assessment and intervention strategies for student with severe disabilities and challenging behavior

1991-1994 Child Development and Rehabilitation Center, Oregon Health Sciences University, Eugene, OR: Provided consulting on functional assessment and intervention strategies for families of children with disabilities and severe problem behaviors

1988-1994 Oregon Community Support, Eugene/Salem, OR; Provided consulting support to program providing community residential services to persons with severe disabilities and severe problem behaviors in four cities in Oregon

1980-1984 Santa Barbara and Ventura County School Special Education Programs, Santa Barbara and Ventura, California: Provided consulting on effective teaching and support strategies for students with autism

Paid Consulting Activities

2001-2009 Davis, Levin, & Co., Attorneys-at-Law, Honolulu, HI: Provided consulting on

educational and behavioral needs of high school student with Down Syndrome on the island of Molokai'i, Hawai'i

2000 Iron School District, Cedar City, UT: Provided consulting on functional assessment and behavioral support for a student with emotional/behavioral disorders

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2000 Eugene School District, Eugene, OR: Provided consulting and expert testimony at a due process hearing concerning appropriate placement and programming for a student with emotional/behavioral disorders

1999-present Member, External Evaluation Team for the U.S. Department of Education's National Center on Positive Behavioral Interventions and Supports (based at University of Oregon)

1997-1998 Consulting contract with Avatar, Inc., Ogden and Salt Lake City, UT: Provide consultation regarding individuals exhibiting severe challenging behaviors who are receiving residential support services

1995-1996 Consulting contract with Winterlake Associates, Salt Lake City (Dr. Brent Laughlin, Director): Provide training and technical assistance to community programs providing residential support to persons with disabilities

1994-1996 Consultant on federally funded model demonstration project on functional assessment strategies for young children with disabilities and problem behaviors (Drs. Mary McEvoy & Joe Reichle, Principal Investigators; University of Minnesota)

1993-1996 Consultant on federally funded project on communication skill training for children with disabilities (Dr. James Halle, Principal Investigator; University of Illinois)

1983-1984 Oregon State Hospital, Salem, Oregon: Provided consulting on strategies for moving an individual with severe disabilities and challenging behaviors to a community-based setting